A STUDY OF 

HIGH SCHOOL PUPILS 

WITH A VIEW OF DETERMINING THE EXTENT 
OF RECOLLECTION OF ONCE FAMILIAR FACTS 



A THESIS 

Presented to the Faculty of the Graduate School of 

the University of Pennsylvania in partial fulfilment 

for the degree of Doctor of Philosophy 



BY 
EMMANUEL WILSON COBER 



A STUDY OF 

HIGH SCHOOL PUPILS 

WITH A VIEW OF DETERMINING THE EXTENT 
OF RECOLLECTION OF ONCE FAMILIAR FACTS 



A THESIS 

Presented to the Faculty of the Graduate School of 

the University of Pennsylvania in partial fulfilment 

for the degree of Doctor of Philosophy 



BY 
EMMANUEL WILSON COBER 



4UQ ^"^ 



v<^V 



A STUDY OF HIGH SCHOOL PUPILS 



Until within the last twenty-five years, one of the domi- 
nant notes in grammar school education has been thorough 
and frequent review of grade work with a view to its per- 
manent retention. This continual review was possible from 
the fact that the course of study was made up of few subjects 
limited in scope and content. With the constantly increas- 
ing demands made on the public school curriculum by sub- 
jects and activities wholly foreign to the formal education 
of a generation or so ago, the grammar school has become 
so enlarged in scope and content as to make much of the 
earlier drill work impossible in the time devoted to it. As 
much of this mechanical work was of a qestionable educa- 
tive character, its limitation to fewer facts and activities 
would probably have meant educational betterment, had the 
change not been accompanied by the reaction against verbal 
memorizing, which has tended to prevent sufficient drill, or 
at any rate enough review work for the certain retention of 
once familiar facts too important to be forgotten. That 
certain essential facts should constitute a part of every 
normal child's mental content is admitted by all educators. 
Just what these facts should be is a disputed question. 

Much of our grammar school knowledge is for the 
purpose of furnishing a background for future educational 
development. Some of it is not supposed to be remembered 
but is for the purpose of discipline. Some of it is remem- 
bered for some time and then forgotten, but can easily be 
revived with little review. 

With many people it is not uncommon to expect 
children to remember all they learn. This is illustrated by 
the action of the school board in a Pennsylvania town, where 
the principal was removed because in a teachers' examina- 
tion certain of the high school pupils failed to remember 
facts which were a part of their grammar school course. 
There have been other investigations prompted by a similar 



A STUDY OF HIGH SCHOOL PUPILS 



motive, among which may be cited an examination of the 
first year pupils of Washington, D. C. in 1900. 

1,188 pupils were examined in common school branches 
which had been laid aside for nine months. The examina- 
tion was at the instance of a senate committee and the 
questions were prepared by the chief examiner of the civil 
service commission and accepted by the director of the 
high schools. The pupils did not know before hand of an 
examination and so could not prepare with that in mind, 
as in the case of a civil service or teachers' examination. 
In arithmetic the average per cent, of correct answers to 
the eleven questions given was 58.8. This is the average of 
the 1,188 first year high school pupils of the six high schools 
in Washington, two of which are attended by colored stu- 
dents. The examination in spelling was upon words used 
in answering the history questions. The words which each 
pupil used were counted and the average number of words 
misspelled by each ranged from 3 to 6 per cent. In history 
the average per cent, of correct answers to the five questions 
was 53.10 (ranging through 44, 48, 52, 56, 59 for the six 
schools). ■ Nineteen pupils made 70 per cent, or over. 

The result of this and similar investigations has been 
the charge that the elementary school course is a failure, 
usually coupled with the suggestion that the failure is due 
to the influx of "fads" and educational experiments into the 
course of study. Now because facts once familiar to gram- 
mar school pupils are not recalled after an interval, does not 
prove that they were not perfectly familiar to the pupil at 
some previous time, neither is it an argument against the 
efficiency of work in the grammar school. In Psychology, 
the experiments of Ebbinghaus* have shown conclusively 
that words and nonsense syllables cannot be so adequately 
memorized when first presented ; that they can not be cer- 
*Uber das Gedachniss, (1885) p. 64. 



A STUDY OF HIGH SCHOOL. PUPILS 



tainly retained in the memory and readily recalled in the 
absence of occasional review. 

The purpose of this piece of research work was to 
make an inductive study of high schools of recognized stand- 
ing, primarily with a view to determining how long facts 
are remembered which were known with maximum cer- 
tainty at the end of the grammar school course but which 
have not been reviewed since ; and incidentally, so far as a 
limited investigation may indicate, the length of the interval 
which may elapse between reviews without such facts pass- 
ing beyond the range of ready recall. 

At the outset a very serious difficulty presents itself 
to the investigator. It cannot be assumed merely because 
facts are included in the work prescribed for the eighth 
school year that they were at one time thoroughly familiar 
to a given group of high school pupils. On the other hand it 
was impracticable with a large mass of pupils enrolled in 
various high schools, to limit the investigation to facts upon 
which the pupils were tested at the close of the grammar 
years together with the precise percentage of correct replies 
received in such a test. Fortunately this is not at all neces- 
sary. The test does not concern itself with the exact pro- 
portion of facts which are forgotten in a definite period of 
time, and so does not need to compare the percentage of 
correct replies made by a given individual with a similar 
percentage obtained in response to the same questions at 
the time when he left the grammar grades. But it is essen- 
tial to know, first, that the facts asked for were among those 
most persistently drilled upon in the grammar grades and 
that they were included in the questions that determined pro- 
motion to the high school ; and, second, that they were not 
reviewed either systematically or incidentally in connection 
with high school work, and were little likely to be called to 
mind outside of the school. 



A STUDY OF* HIGH SCHOOL PUPILS 



Selection was therefore made, in the first place, from 
facts which constituted part of the work prescribed as 
essential in a detailed course of study and included in tests 
that determined promotion to the high school, but were sub- 
mitted to grammar school principals and rejected. In case 
they were not admitted to be among the details of the work 
upon which the pupils were most persistently drilled, and 
with which they could safely be assumed to be most familiar. 

It is to be clearly understood that the questions finally 
selected were chosen solely from the fact that they met the 
conditions necessary to a satisfactory experiment, and not 
on account of their relative worth from the standpoint of 
the educational aim. In order that the disturbing influence 
of review or allusion may be so far as possible removed, 
the questions were largely limited to such portions of 
Physical Geography and United States History as have 
little bearing on high school work. There being no uniform 
course of study for the high schools investigated, a few of 
the questions in the list are reviewed in one or two of these 
high schools. Where this is the case the fact is noted and in 
working out the percentages, the results for such questions 
are omitted. For the same reason facts that were found to 
have been covered in regular class work between the first 
and second test are also noted and omitted in the percent- 
ages. 

As some school systems are averse to any work given 
by one who is not officially connected with the system, 
especially if it will take much time, the questions were so 
framed as to require but a word or two in reply, and so to 
consume the least possible time in making the test. 

The questions have been grouped under nine different 
heads ; each designated by a Roman numeral. Those under 
each of the nine general groups are in most cases selected 
with some definite object in mind for such grouping. The 



A STUDY OF HIGH SCHOOL PUPILS 



effort to include in each group only such questions as are 
logically related, was subordinated to the selection of ques- 
tions most certain to have been once mastered and less likely 
to have been incidentally recalled. In number I, all require 
numbers for answers and all with the exception of ( i ) are 
dates. In number II, all but (5) call for answers in general 
location in time. In number III and VIII, are questions 
calling for geographical facts which probably require more 
visualizing than any other questions in the list. Nunber IV 
consists of historical questions though (3) would occur 
in the work in geography. The answers to numbers V and 
VI respectively involve associations in geographical and 
historical sequence. Number IX is the preamble to the 
Constitution of the United States. 

I (i) What is the inclination in degrees of the axis 
of the earth ? 
In what year did the following events occur ? 

(2) The introduction of slavery into Virginia. 

(3) The Missouri Compromise. 

(4) The landing of the Pilgrim Fathers. 

(5) The discovery of gold in California. 

II In whose administration did the following events 
occur ? 
(i) Invention of the cotton gin. 

(2) Nullification Act. 

(3) The purchase of Louisiana. 

(4) In what war was the battle of Saratoga 

(Stillwater) fought? 

(5) To what party did John Adams belong? 

Ill (i) What large island north of Australia? 

(2) What sea north of South America? 

(3) What mountain range in Northern Africa? 

(4) What river between United States and Mexico? 



A STUDY 01^ HIGH SCHOOL PUPILS 



(5) What cape at the southern extremity of Africa? 

IV (i) By whom was the Mississippi river discovered? 

(2) Who was the author of the Missouri Com- 

promise ? 

(3) By what title is the modern ruler of Egypt 

known ? 

(4) How many years in the term of a U. S. Senator? 

(5) Who was president of the Southern Con- 

federacy ? 

V Beginning on the East — name in order the five Gulf 

States. 

VI Name in order the first five presidents of the United 
States. 

VII For what achievement are the followins: men noted? 



(I) 


Cyrus W. Field. 


(2) 


Robert Morris. 


(3) 


Cortez. 


(4) 


General Gates. 


(5) 


Samuel F. B. Morse. 



VIII Name the capitals of the following countries : 
(i) Switzerland. 

(2) United States of Columbia. 

In what countries are the following cities located? 

(3) Marseilles. 

(4) Para. 

(5) Odessa. 

IX Give the preamble to the Constitution of the United 

States. 

Many questions which have to do with matters of local 

interest were omitted so as to make the test applicable in 

various cities. The answer to some questions would lead 

to confusion and therefore were omitted. For example, 



A STUDY OF HIGH SCHOOL PUPILS 



"Name the largest of the Sandwich Islands." Here the 
answer "Hawaii" might be confused with the group of 
islands known by that name. Another example is the ques- 
tion, "Name the three branches (departments) of govern- 
ment of the United States." Here through their occurrence 
of a group of three, there might be a confusion of the 
Senate, House, and President with the Legislative, Execu- 
tive, and Judicial departments. 

Another type of question which has been omitted from 
the list is that in which the answers might easily be es- 
timated. For example, "When did the second Continental 
Congress convene?" Here the date might be guessed from 
that of the Declaration of Indepedence. "Upon which of 
these cities does the sun shine first every morning, Pitts- 
burgh or Philadelphia?" Here a guess has one chance in 
two of being correct. "In what zones is Africa located?" 
Knowledge of the fact that Africa is an equatorial region 
would suggest the torrid zone. 

As mentioned before, such questions as involve much 
reasoning or a comparative judgment are not included in 
the list. For example, "Name and locate the most important 
battle fought outside the limits of the seceded states." 
"Go by water from Baltimore to Calcutta : a. State the gen- 
eral direction in which you would travel, b. Name the 
bodies of water on which you would sail." Here too much 
opportunity is given for variation in the details named. 

The examples cited under these different types are 
actual questions which have been given to children in the 
eighth grade examination for promotion to the high school. 
They are not rejected because they are considered improper 
questions for eighth grade pupils but because they do not 
conform with the purpose of this investigation. 

With the list of questions given on pages five and six, the 
test was given in seven different schools higher than the 



10 A STUDY OP HIGH SCHOOL PUPILS 

eighth grammar grade, the number of pupils ranging from 
187 to 396 in each school. If by classes we understand ist, 
2nd, 3rd, 4th and 5th years above the eighth grade, in one 
school five classes were represented, in four schools four 
classes, in one school two classes — those of the ist and 2nd 
year, and in one school, pupils five years removed from the 
eighth grade were tested. 

The numbers of successive tests also varied. In one 
school, but one test was given. In five schools the test was 
given a second time after an interval varying from seven 
to twenty days. In one school the test was given a second 
time after an interval of twenty-one days. Discarding those 
pupils who were absent from one test, though present in 
another in the same school, (199 in the whole investigation) 
left 2,485 papers to use as a basis to draw conclusions from. 
There were, omitting the 199 before mentioned, 1,362 
different pupils represented in the test, distributed among 
classes above the eighth grade as follows : 

First year 588 

Second year 324 

Third year 184 

Fourth year 113 

Fifth year 153 

Classified by sexes they were grouped as follows : 

Boys Girls 

First year 318 270 

Second year 150 174 

Third year 76 108 

Fourth year 45 68 

Fifth year o 153 

In subsequent tables for each school the tabulated results 
will show the number of correct answers for each question 
according to class and sex. 

In order to eliminate the personal equation and insure 



A STUDY OF HIGH SCHOOL PUPILS 11 

uniformity in work I conducted the tests in person. They 
were in all cases given in the forenoon. The first was on 
December 15th, 1908. This was the preliminary test and 
will be explained later. The tests which were given and 
repeated began with February 3rd, 1909 and ended April 
23rd, 1909. The weather conditions during each test are 
carefully noted. 

By previous arrangement with the principals, the pro- 
gram was so planned as to allow the test to be given in 
some schools to all pupils at once, in others, to two or more 
groups of pupils. In each case the teachers gave assistance 
in distributing and collecting papers, also in arranging the 
seating so as to allow no pupils to sit side by side. The 
principals explained the object of the test, making it clear 
that its results had no influence one way or the other in 
determining the standing of pupils in their school work. 
Therefore it was of no advantage to do dishonest work. 
but it was of the utmost importance, at least from an experi- 
mental and scientific point of view, to do the best work of 
which each was capable. The pupils were furnished paper 
on which were printed numbers and blanks and this greatly 
facilitated the test, and was a great economizer of time, 
both for the test and in correcting the papers. 



12 A STUDY OF HIGH SCHOOL PUPILS 

The following is a copy of the blank used : 
Extent of RfcollEction of Once Familiar Facts 
school class name date 























I. 


I. 


2. 




3- 




4- 




5- 




IL 


I. 




2. 




3. 




4. 






5. 


III. 


I. 




2. 




3- 




4- 






5- 


IV. 


I. 


2. 




3- 




4- 




5- 




V. 


I. 


2. 




3- 




4- 




5. 




VI. 


I. 




2. 




3- 




4- 






5- 


VII. 


I. 








2. 










3- 










4. 










5- 


VIII. 


I. 


2. 




3- 




4. 




5- 




IX. 


X. 



























Before beginning the test, each pupil was asked to write 
in the places provided at the top of the blank, the name 
of the school, his class, his name, and the date. In order 
to classify the papers by sex the, first name was written in 
full. It was made clear to all that the questions about to be 



A STUDY OF HIGH SCHOOL PUPILS 13 

read would correspond in their numbering to the numbers 
used on the blanks before them. The answers were to be 
written in the shortest form possible. I then began. "Roman 
I. I. What is the incHnation in degrees of the axis of the 
earth?" repeating the question. No interruption by the 
pupils in asking questions, or by myself in explaining ques- 
tions was allowed to interfere with this part of the work. 
The time allowed for the actual writing was for questions 
I and VII. less than twenty seconds for each of the five 
parts of each question, for II, III, IV, VIII less than seven- 
teen seconds. For questions V. and VI. seventy-five seconds 
was allowed for each, while five to eight minutes was 
allowed for question IX. When the test was given the 
second time, the pupils were familiar with the method of 
procedure and so less time was allowed for the second test. 
Where the test was repeated the third time, the questions 
were more familiar and therefore the time was not as long 
as for the second test. 

With the completion of question IX the papers were 
collected and I read the questions again giving the correct 
answer to each. Pupils were now allowed to ask questions 
and I made explanations of the questions and of the answers, 
if the pupils asked for it. This constituted the review. 
Nothing was said of repeating the test at some future time 
and the pupils and teachers usually, with the exception of 
the principal, did not expect a repetition. The whole exer- 
cise was conducted in less than forty minutes, sometimes 
during a study period, but mostly during a regular class 
period, which was set aside for this purpose. But in no 
case was the test given in any school to one group before 
and to another group after an intermission, which would 
allow pupils to meet and discuss the test. Principals and 
teachers if they knew of the proposed repetition, were asked 
not to discuss this with the pupils. 



14 A STUDY OF HIGH SCHOOL PUPILS > 

The objection was raised by one principal, that such a 
test of disconnected questions, in which Httle more than 
sufficient time was given than was required to write the 
answer and so very Httle time to think about each question 
would not be a fair test, especially for the pupil of phleg- 
matic temperament. In this connection it must be remem- 
bered that the questions were selected because a memory 
test was the object and not a test involving reasoning and 
logical analysis. It was also very evident in conducting this 
study in the various schools that there was an added stimulus 
for each pupil to do his best. An unusual exercise given 
by a stranger and in no way connected with the school sys- 
tem, and also the fact that the result of each pupil would in 
a measure reflect the standing of the school if compared with 
other schools, would be a strong incentive to get the best 
the pupil could give. 

The papers were all corrected and tabulated by myself 
and so the personal equation was here eliminated as well as 
in conducting the test. The answer was either right or 
wrong, but as it was sometimes difficult to say whether it 
was right or wrong, by one person correcting the papers, 
uniformity at least was preserved. Before beginning the 
correction of papers of any one school, the names of those 
in the first test were compared with those of the second and 
the third test (where this was given) and all pupils absent 
for either one of the tests were eliminated. The same pupils 
therefore figure in the various tests of the same school. 

In marking question IX, which is one involving a great 
deal of association, the occasional omission of a word not 
vital to the sense or the misuse of such a word, does not 
make the answer wrong. Questions V and VI are each 
divided into five parts and so easily tabluated if partially 
right, (a), (b), (c), (d), (e) are respectively used to refer 
to those given correctly. For example, an answer giving 



A STUDY 01^ HIGH SCHOOL PUPILS 15 

four of the possible five Gulf States correctly and in order 
is scored under (d). An answer giving three of the presi- 
dents correctly and in order is scored under (c). It is 
evident that those who name four states correctly and in 
order also name three, but in scoring, complications would 
arise which have led me to follow the method described. 
A preliminary test was given to a high school of 396 
pupils — 193 boys and 203 girls. This test helped to formu- 
late the final plan, a description of which has been given. 
The method of conducting this preliminary test differed 
from the final plan in this : If the pupils could not answer 
the question in the allotted time they were asked to draw a 
line instead. After all the questions were given they were 
repeated from the begining, and the pupils given a second 
opportunity to write the answer over the line previously 
drawn. If now they did not know the answer they were 
asked to put a check mark, provided the fact was never 
known to them. This complicated system was found to be 
confusing. The drawing of lines and checking of questions 
by the pupils was not accurate, for in correcting the papers 
it was found that many of the questions unanswered were 
checked. Often a question which was answered correctly 
was partly erased and checked, showing that the checking 
was used as a means of concealing the pupil's certainty of 
the correct answer. 



16 



A STUDY 01^ HIGH S'CHOOL PUPILS 



Class 



Fresh 



SCHOOL No. 1 

Soph. Junior 



Totals 



No. of Pupils 




240 




93 






53 






10 






396 












a 

1 
Id 


^ 














1 






a 
1 




CIS 

2 & 






a 


1 


J 






1 






1 






« 


a 




s 
o 


4)-0 






1 


■^ 


«3 




"S 


s 


-o 


o 

a 


"v 


o 


1 


'2 


t 


^§ 






< 





I 


2 


d 




6 




« 


6 


1 


J 


6 


1 


c o 

< « 

d 






iZ 


Z 

2^ 


£ 


u: 


Z 


Z iZ 


Z 


z 


u: 


z 


z 


u: 


Z 


iZ 


Z 


I 


1 


38 


55~ 


39 


T 





17 


T 


8 


T 





1 


103 


4 


64 


107 




2 


24 


2 


18 


4 














4 











28 


2 


22 


30 




3 


8 


4 


26 


1 





1 








7 


2 





1 


11 


4 


35 


15 




4 


65 


5 


16 


25 


5 


1 


18 


2 


1 


4 


1 





112 


13 


18 


125 




5 


38 





17 


4 





1 


3 





3 











45 


6 


2L 


45 


II 


1 


32 


3 


9 











1 














1 


33 


3 


10 


36 




2 


13 


1 


32 


2 


3 


6 








8 








4 


15 


4 


50 


19 




3 


141 


1 


9 


46 


1 


1 


25 





1 


5 





1 


217 


2 


12 


219 




4 
5 
1 


130 


7 


4 


43 


1 


2 


20 





1 


7 


1 





200 


9 


7 


209 


III 


2 


1 


38 








17 








5 








1 


2 


1 


61 


3 




2 


83 


3 


10 


42 


2 


2 


17 





2 


1 





1 


143 


5 


15 


148 




3 


119 


2 


73 


4 


1 


10 


3 





5 


2 





1 


128 


3 


89 


131 




4 


183 





2 


68 





1 


35 


1 


2 


7 








293 


1 


5 


294 




5 


103 


4 


15 


32 


3 


3 


25 


1 


2 


3 








163 


8 


20 


171 


IV 


1 


172 


3 


6 


53 


1 


2 


37 








8 








270 


4 


8 


274 




2 


91 


5 


13 


17 


1 


7 


2 





6 


2 








112 


6 


26 


118 




3 


3 


1 


72 


1 





26 


6 





7 








5 


10 


1 


10 


11 




4 


29 





1 


10 








14 





1 


5 








58 





2 


58 




5 


96 


7 


19 


32 


1 


4 


28 


1 


•; 


4 





2 


160 


9 


27 


169 


V 


(e) 


73 


3 


8 


34 


1 





19 








5 








131 


4 


8 


135 


VI 


(e) 


46 





11 


10 








11 








1 





1 


68 





12 


68 


VII 


1 


31 


1 


74 


11 





14 


6 





u 


1 





3 


49 


1 


102 


50 




2 


82 


4 


27 


27 


4 


3 


13 





3 


4 


1 





126 


9 


33 


135 




3 


29 


3 


57 


7 





9 


9 


1 


y 


5 








50 


4 


73 


54 




4 


35 


1 


30 


10 





4 


10 


2 


3 


3 








58 


3 


37 


61 




5 


164 


3 


29 


54 


1 


1 


25 


2 


1 


7 





i) 


240 


6 


24 


246 


VIII 


1 


44 


1 


35 


13 





9 


15 


2 


2 








1 


72 


3 


47 


75 




2 


17 


1 


39 


1 


1 


10 


4 





2 











22 


2 


51 


24 




3 


31 


3 


46 


11 


2 


11 


17 


1 


6 


5 





1 


64 


6 


64 


70 




4 


19 


1 


56 


8 


2 


13 


1 





7 








3 


28 


3 


'^? 


31 




5 


63 


2 


36 


19 


2 


11 


19 





5 





1) 


3 


103 


4 


55 


107 


IX 




20 





38 


4 





11 


2 





3 


7 








33 





52 


33 



SCHOOL No. I. 
The preceding- table shows the result of the preliminary 



A STUDY OF HIGH SCHOOL PUPILS 17 

test. At the top are indicated the class and number of 
pupils in each class, to the right, the totals. The figures 
''38" following I. I indicates the number of pupils in the 
freshman class who answered questionl. i correctly on the 
first attempt. 2 wrote the answer on the second trial and 55 
checked the question. 103 in the school of 396 answered 
question I. i correctly on the first attempt, 4 on thje second, 
and 64 said they never knew the fact. 107 after two trials 
succeeded in answering the first question. In question V 
and VI only those who have given the facts correctly and in 
order (the 5 states in V and the 5 presidents in VI) are 
scored. 

Question II. 5 is left blank because this question, "To 
what party did Henry Clay belong" was later discovered to 
be an unfair question, for during his political career. Clay 
was at difl^erent times affiliated with three different political 
parties. 

Question VIII. 3 for this preliminary test was Bar- 
celona. This was changed to Marseilles for the final tests 
because of the prominence given through the daily papers 
to an earthquake in Spain in the immediate vicinity of 
Barcelona. 

This school is composed of boys and girls, but they are 
not separated in the tabulations. The test was given Dec. 
15th, 1908, and not repeated. It should be noted that ques- 
tion I. I is studied in the regular course in astronomy for 
the senior year. 



18 



A STUDY OP^ HIGH SCHOOI. PUPILS 



r'- 



^3 



CQ 



SCHOOL No. 2 

W ■<*< CO O OO O (N O lO CO CD »C 00 CD lO CO t- CO (N (M ■* C^ 05 -"l^ <M ■* CD O b- lO •* CO O CO t- OO ■* r-( 



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co>oGOt^<^^K5oot-lClCDcocoQOTt^cDt^-*c^^^(^^oooO(^^o^cDt-ooiOTt^^HoociGO■*coOiT-^b-<35 

00C0C^^t-»Ot-T^t-Olr3kOO^OlHCDC01OC00DtX^^^^ »OiM(MC^ lOt-lACOiMCDt-C^rHkOOS 



l^^THlncD05•*QO(^^Oir^(^^cD^Ht^t~THOic»loc^^05>ooo(^^c^^H^-QOl^^lHcoo■*oooT-l(^^■^THCO 

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t-t^OiHCDOlTtnCOlMOSlOiHOkOt-lM 



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all 



KMCO-^lOrHO^CO-^lCiHOlCO-^LOrHOlCOTJHLO nJX! U-O «J rtj3 OT3 ^tH (MM^LOiHOlCOTt^ini 



A STUDY OF HIGH SCHOOI. PUPILS 19 

SCHOOL No. 2 

In this school the first test was given February 3, 1909, 
and the second February 23, 1909. Interval — 20 days. 
Weather conditions : First test — fair ; Second test — rain. 

Class D for the most part does work corresponding to 
the first high school year although in this particular school 
class E (which was not tested) is nominally the first year in 
the high school. For this investigation, Class D. is then 
considered as the first year, C as the second, B as the 
third and A as the fourth. At the top are indicated the 
class, number in each class, and sex. It should be noted 
that the boys and girls do practically the same work but not 
in the same classes. There are separate departments for the 
boys and g'irls. The first test is indicated by the figure "i" 
and the second test by ''2" in the space "No. of Test." In 
the schools preparing for this school question IX is not 
taught. 



20 A STUDY OF HIGH SCHOOL PUPILS 

SCHOOL No. 3 

No. of Pupils 
No. of Tests 

I 1 

2 

3 

4 

5 

II 1 

2 

3 

4 

5 

III 1 

2 

3 

4 

5 

IV 1 

2 

3 

4 

5 

V (a) 

(b) 

(c) 

(d) 

(e) 

VI (a) 

(b) 

(c) 

(d) 

(e) 

VII 1 

2 

3 

4 

5 

VIII 1 

2 

3 

4 

5 

IX 

SCHOOL No. 3 

In this school the first test was given February 24th, 
1909 and the second, March 3rd, 1909. Interval — 7 days. 





145 


1st. 


2nd. 


71 


143 


34 


124 


14 


109 


102 


130 


61 


128 


103 


137 


88 


126 


116 


134 


104 


144 


64 


139 


19 


124 


117 


145 


90 


144 


141 


145 


144 


145 


116 


145 


73 


138 


81 


132 


126 


138 


130 


136 


25 


6 


8 




1 




102 


138 


31 


9 


5 


1 


33 


4 


8 




44 


128 


50 


140 


84 


135 


87 


136 


34 


129 


117 


142 


54 


137 


74 


136 


145 


145 


79 


141 


136 


142 


68 


82 



A STUDY O^ HIGH SCHOOL PUPILS 21 

Weather conditions : first test — clear ; second test — rain. 

This is a girls school and the test included only one class 
which is the fifth year removed from the grammar school. 
As all of these girls are preparing themselves for teachers, 
they cover most if not all the questions of the test in some 
form. 

Questions III. 2 and 3 were touched upon in class work 
before the first test. III. 4 was covered by about one half of 
the class before the first test. IV. i was also taken up in the 
class work. Special emphasis is given to VII. 2 and 3 in 
course and it was expected that the pupils would be perfect 
in these for the second test. The results are for the most 
part better here than in the other schools tested. The im- 
provement as indicated by the second test would be phe- 
nomenal for the average school. There was no doubt an 
added incentive to give more than a passing interest to these 
questions from the fact that all these girls expect to be 
teachers. Within a year or two they will all be required to 
pass examinations involving questions of just such a char- 
acter as this test furnishes. The average high school pupil 
would be little concerned in trying to recall the fact, whereas 
those who know that they will be examined for teachers' 
certificates involving subjects used in this investigation, 
would naturally make a special effort to retain the fact. 
These reasons, I am confident, explain why so large a number 
of pupils answered every question correctly on the second 
test. It must also be borne in mind that the time interval 
here was only seven days. 



22 



A STUDY OF HIGH SCHOOI. PUPILS 











SCHOOL No 


4 










CUss 


£ 


I 


c 


£ 


F 


1 


To 


No. in test 


26 


70 


15 


27 1 


m 


No. of test 


1 


2 


^ 


2 


I 2 


1 


' 1 


1 2 


I 


1 


26 


26 


61 


68 


13 


13 


24 


26 


124 


133 




2 


1 


23 


31 


51 


9 


13 


20 


26 


61 


113 




3 


12 


23 


31 


55 


3 


11 


17 


25 


63 


114 




4 


12 


17 


40 


51 


5 


9 


16 


24 


73 


101 




5 


15 


22 


34 


53 


10 


11 


13 


24 


72 


110 


II 


1 


10 


26 


39 


62 


9 


14 


20 


26 


78 


128 




2 


8 


13 


35 


55 


11 


12 


22 


26 


76 


106 




3 


22 


25 


62 


64 


14 


12 


25 


26 


123 


127 




4 


18 


24 


59 


68 


9 


14 


25 


27 


111 


133 




5 


9 


21 


39 


58 


8 


14 


16 


22 


72 


115 


III 


1 


5 


16 


39 


63 


9 


11 


22 


25 


75 


115 




2 


25 


26 


66 


68 


14 


14 


26 


26 


131 


134 




3 


10 


23 


49 


59 


12 


14 


23 


26 


94 


122 




4 


23 


26 


67 


69 


15 


15 


26 


27 


131 


137 




5 


15 


26 


64 


67 


15 


15 


22 


23 


116 


131 


IV 


1 


17 


22 


44 


61 


10 


14 


22 


26 


93 


123 




2 


18 


22 


58 


66 


12 


14 


26 


26 


114 


128 




3 


11 


19 


18 


49 


2 


10 


14 


22 


45 


100 




4 


16 


26 


42 


65 


9 


13 


24 


25 


91 


129 




5 


25 


26 


57 


64 


14 


15 


26 


27 


122 


132 


V 


(a) 


7 


3 


10 


4 


7 





3 


1 


27 


8 




(b) 


2 


6 


6 


4 


3 


2 


3 


1 


14 


13 




(c) 























1 





1 




(d) 


4 








1 


1 











5 


1 




(e) 


9 


16 


49 


60 


31 


13 


19 


24 


80 


113 


VI 


(a) 


4 


2 


7 


6 


1 








1 


12 


9 




(b) 


3 


1 


4 


6 


2 











11 


5 




(c) 


6 


2 


24 


10 


5 


3 


4 


3 


39 


18 




(d) 


4 


3 


9 


3 


2 





2 


1 


17 


7 




(e) 


9 


18 


25 


47 


5 


12 


19 


22 


58 


99 


VII 


1 


14 


22 


32 


59 


7 


15 


19 


26 


72 


122 




2 


14 


24 


40 


61 


12 


14 


16 


26 


82 


126 




3 


3 


18 


10 


44 


3 


8 


6 


18 


22 


89 




4 


13 


23 


28 


53 


8 


10 


12 


19 


61 


105 




5 


23 


26 


54 


63 


14 


14 


16 


25 


107 


128 


VIII 


1 


11 


19 


14 


*38 


5 


8 


15 


22 


45 


87 




2 





10 


3 


18 








3 


15 


6 


43 




3 


26 


26 


44 


44 


14 


15 


26 


26 


110 


111 




4 


12 


22 


37 


42 


9 


13 


25 


26 


83 


103 




5 


23 


25 


40 


44 


14 


15 


25 


25 


102 


109 


IX 




13 


8 


20 


16 


4 


4 


26 


18 


63 


46 



113 In test for VIII and IX. 
* For class C in VIII and IX. 
45 Pupils instead of 70. 



A STUDY OF HIGH SCHOOL PUPILS 23 

SCHOOL No. 4 

First Test — February 19th, 1909. 
Second Test — March 5th, 1909. 
Interval — 14 days. 

Weather condition : 

First test Clear and Cold 

Second test Cloudy 

This is a boys' school and but two years are represented 
in the test — the first and second years of high school work. 
Classes C and F are first year pupils. Classes B and E. are 
second year pupils. They are divided as indicated in the 
table, because they entered the high school as follows : 

Class F — February, 1909. 
Class C — September, 1908. 
Class E — February, 1908 
Class B — September, 1907. 

Because of an unforeseen circumstance while the First 
test was given to one section of Class C, the period was so 
shortened that the questions were completed only to question 
VII. When the test was given the second time, work was 
stopped with the completion of number VII so as to con- 
form with test one of the class. It must therefore be 
remembered that for question VIII and IX of Class C, there 
were 45 pupils instead of 70. The total number of pupils in 
the test for questions VIII and IX is 113, instead of 138. 

Question VIII. 3 was taken up by Class B in class 
work about the time of the test. It should be noted that 
Class F was promoted to the high school but two weeks 
before the first test was given and so was quite familiar with 
the question as shown in the results. 



5 












































TOTAI^S 






I 




13 




50 


107 




16 


8 


Boys 


Girls 


157 


Girls 


Girls 








12 8 


1 


2 


3 


1 


2 


3 


1 


2 3 


1 


2 8 


1 


16 


16 


7 


8 


8 


6 


48 


48 


14 


98 


104 


20 


146 


152 


7 


14 


16 


8 


8 


8 


5 


29 


35 


33 


72 


77 


38 


101 


112 


12 


16 


16 


6 


8 


8 


4 


28 


28 


()•> 


67 


74 


26 


95 


102 


11 


14 


16 


7 


8 


8 


11 


33 


36 


43 


80 


97 


54 


113 


133 


14 


15 


15 


3 


8 


8 


20 


36 


46 


28 


73 


75 


48 


109 


121 


13 


16 


15 





8 


8 


2 


43 


48 


38 


98 


102 


40 


141 


150 


10 


15 


16 


1 


8 


8 


4 


29 


35 


21 


56 


77 


25 


85 


112 


16 


12 


16 


G 


8 


s 


27 


36 


43 


65 


83 


89 


92 


119 


132 


12 


16 


16 


7 


8 


8 


29 


47 


50 


56 


103 


105 


85 


150 


155 


3 


13 


14 


6 


8 


8 


1 


43 


47 


12 


87 


97 


13 


103 


144 


7 


9 


12 


6 


8 


8 





41 


45 


15 


58 


84 


15 


99 


129 


.6 


16 


16 


8 


8 


8 


29 


48 


49 


60 


98 


98 


89 


146 


147 


1 


14 


14 


8 


8 


8 


14 


43 


48 


19 


89 


97 


33 


130 


145 


,6 


16 


16 


8 


8 


8 


41 


49 


49 


88 


103 


105 


129 


152 


154 


;G 


15 


16 


8 


8 


8 


41 


49 


50 


93 


104 


104 


134 


153 


154 


LG 


14 


15 


8 


8 


8 


19 


43 


48 


67 


99 


102 


86 


U^i 


150 


3 


16 


16 


1 


8 


8 


14 


37 


46 


32 


76 


90 


46 


113 


139 


1 


10 


9 


7 


8 


8 


6 


37 


45 


24 


61 


74 


30 


US 


119 


6 


14 


16 


5 


8 


8 


15 


48 


50 


32 


97 


104 


47 


143 


154 


6 


16 


16 


8 


8 


8 


35 


48 


48 


71 


96 


97 


106 


144 


145 


G 


2 


1 


1 








15 


8 


4 


42 


26 


16 


57 


28 


20 











1 







2 


6 


5 


8 


15 


8 


10 


21 


13 








1 














1 





3 


5 


5 


3 


G 


5 








1 














(J 











3 








3 





14 


13 


4 


6 


8 


17 


32 


40 


25 


56 


73 


42 


88 


113 








1 


1 








7 


G 


2 


8 


3 


4 


15 


9 


6 


1 








1 








2 


1 


1 


4 





4 


G 


1 


5 


o 


1 





1 








10 





3 


37 


10 


5 


47 


10 


8 








1 


') 








1 





1 


10 


1 


•> 


11 


1 


3 


3 


15 


14 


3 


S 


8 


25 


43 


43 


41 


92 


92 


G6 


135 


135 


4 


13 


16 


6 


8 


8 


13 


45 


50 


19 


73 


85 


32 


118 


135 


9 


14 


15 


2 


S 


8 


21 


19 


47 


31 


69 


76 


52 


88 


123 


4 


15 


15 


6 


8 


8 


19 


39 


44 


40 


78 


91 


59 


117 


135 


s 


12 


15 


1 


6 


8 


8 


37 


44 


15 


48 


69 


23 


85 


113 


6 


16 


16 


6 


8 


8 


37 


43 


49 


76 


92 


95 


113 


135 


134 


5 


11 


11 


7 


8 


8 


19 


43 


46 


40 


82 


88 


59 


125 


134 


1 


10 


13 


7 


8 


8 


1 


28 


35 


12 


38 


69 


13 


66 


104 


G 


16 


16 


8 


R 


8 


41 


49 


50 


97 


105 


106 


138 


154 


156 


G 


10 


15 


8 


8 


8 


24 


42 


48 


40 


89 


91 


04 


131 


139 


1 


15 


16 


7 


8 


8 


24 


47 


49 


72 


90 


101 


96 


137 


150 





1 


4 


7 


7 


8 


2 


8 


6 


10 


21 


24 


12 


29 


30 

































A STUDY OF HIGH SCHOOL. PUPILS 27 

SCHOOL No. 5 

First test given March 3rd, 1909. 
Third test given March 30th, 1909. 
Second test given March 9th, 1909, 

In this school three tests were given with seven days 
interval between the first and second test, and 21 days inter- 
val between the second and third tests. 

Weather conditions : 

First test Rain 

Second test Rain 

Third test Clear 

Class 9 is the first year class, 10 the second, 11 the 
third and 12 the fourth year in the high school. Class 13 is 
the fifth year above the eighth grade, composed of girls who 
expect to become teachers and give some time to the review 
of the common branches. 

Class 12 cover I. 2, 3, 4, 5, also questions II, IV, V 
and VI in United States History, although the boys' column 
would not indicate it. 



SCHOOL No. 5 




































11 





r" 














13 

8 






50 




TOTAI.S 








Class 


9 




10 


1 


U 




107 




Number in Test 


26 


44 


14 


80 5 




9 




5 


16 




Boys 




Girls 


157 


Sex 


Boys 


Girls 


Boys 


Girl 
1 2 


> 


Boy 


3 


3irls 




Boys 


Girls 


Girls 








Number of Test 


1 2 a 


1 2 3 


1 2 3 


3 


1 2 


3 


1 


2 


3 


\ 


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104 

77 
74 
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101 
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152 
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ils 


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13 




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28 





5 


4 





8 


9 





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14 


6 


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8 


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12 


87 


97 


13 


103 


144 


III 1 


24 


2.") 





24 


39 





9 


11 


., 


13 


18 





5 


5 





4 


7 





3 


4 


7 


9 
10 


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6 


8 


8 





41 


45 


15 


58 


84 


15 


99 


129 


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20 




40 


40 


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13 


13 


10 


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5 


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5 


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8 


8 


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49 


60 


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98 


89 


146 


147 


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27 


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9 





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9 


9 


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5 


5 


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16 


16 


8 


8 


8 


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49 


88 


103 


105 


129 


152 


154 






20 


30 


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104 


134 


153 


154 


IV 1 


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20 


17 


41 


42 


5 


11 


13 


20 


27 


2.S 


5 


5 


5 


6 


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4 


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19 


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5 





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1 


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8 


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37 


46 


32 


76 


90 


46 


113 


139 


;{ 


i IK 


25 




21) 


29 


1 


12 


13 


3 


14 


19 


2 


5 


4 


8 


9 


9 





2 


3 


1 


10 


9 


7 


8 


8 


6 


37 


45 


24 


01 


74 


30 


98 


119 


4 


1 2.J 


2(i 


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39 


42 




13 


14 


3 


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29 


1 


5 


5 





9 


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5 





14 


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8 


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50 


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97 


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154 


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20 


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2 





1 


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1 

















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1 







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13 


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113 


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24 


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35 


37 


3 


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11 


7 


25 


24 


2 


3 


3 





9 


9 


3 


4 


5 


13 


15 


14 


3 


8 


8 


25 


43 


43 


41 


92 


92 


60 


135 


135 


VII 1 8 


23 


20 


6 


32 


34 


5 


12 


14 


2 


14 


IS 





- 


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G 


9 





5 


- 


4 


13 


10 


6 


8 


8 


13 


45 


50 


19 


73 


85 


32 


118 


135 


2 13 


■'2 


24 


11 


25 


28 


4 


8 


13 


4 


15 


18 


4 


h 


5 


5 




7 





4 


r 


9 


14 


15 




8 


8 


21 


19 


47 


31 


m 


70 


52 


88 


123 


H 7 


18 


21 


3 


21 


31 


5 


11 


13 


13 


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28 


5 


5 


5 


4 


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9 


•> 




r 


14 


15 


15 


6 


8 


S 


19 


39 


44 


40 


78 


91 


59 


117 


135 


4 


18 


21 


2 


10 


27 


1 


10 


13 


3 


11 


12 


2 




5 


1 


3 







4 


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s 


12 


15 


1 


6 


8 


8 


37 


44 


15 


48 


09 


23 


85 


113 


5 18 


21 


20 


29 


35 


39 


11 


13 


13 


10 


24 


23 




5 




9 


9 


9 


3 


4 


5 


k; 


10 


10 


6 


8 


8 


37 


43 


49 


76 


92 


95 


113 


i:i5 


134 


VIII 1 13 


22 


25 


14 


31 


35 


3 


12 


12 


7 


23 


24 


3 


4 


4 


- 


9 


9 





2 


r 


. 


11 


11 


7 


8 


8 


19 


43 


46 


40 


82 


8.S 


59 


125 


134 


2 


1« 


22 


4 


12 


28 


1 


8 


8 





8 


13 





1 


2 













3 


3 


1 


10 


13 




8 


8 


1 


28 


35 


12 


.■iS 


69 


13 


66 


104 


3 20 


2.') 


26 


34 


42 


43 


11 


14 


14 


30 


30 


30 






5 


!) 


9 


9 








10 


16 


10 


g 


s 


8 


41 


49 


50 


97 


105 


106 


138 


154 


156 


4 17 


23 


26 


11 


37 


36 


1 


10 


12 


12 


25 




5 


r. 


5 




9 




1 


4 


'J 


(J 


10 


15 


8 


8 


s 


24 


42 


48 


40 


89 


91 


64 


131 


139 


5 15 


23 


26 2if> 


40 


40 


4 


14 


13 


19 


26 


28 


5 


5 


5 


9 


1 


9 







r, 


n 


15 


16 


7 


8 


8 


24 


47 


49 


72 


90 


101 


96 


137 


150 


IX 1 


« 


5 3 


12 


11 


1 


1 


1 


10 


1 


1 

















o| 


1 








1 


4 


7 


7 


8 


2 


S 


6 


10 


21 


24 


12 


29 


30 



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A STUDY OF HIGH SCHOOL PUPILS 



29 



SCHOOL No. 6 

First test March 23rd, 1909. 
Second test April 6th, 1909. 
Interval, 14 days. 

Weather conditions : 

First test Clear. 

Second test Clear 

In this table the year is indicated at the top and under- 
neath are the sections which come into use in this school 
because of a three years course which was later changed to 
four years. The sections in each case are as follows : 

First year — Junior B^ Boys, second half of year 
" Bs Girls, second 

C4 Boys, first 

C6 Girls, 
Second year — Middle B4 Girls, 



Third year- 



Fourth year- 



Junior 

Junior 

-Senior 

Middle 

Middle 

—Senior 



A' Boys, 
A6 Girls, 
C3 Girls, 
A^ Boys, 
A^ Girls, 
B^ Boys, 



first 

second 

first 

first 

second 

first 

first 

first 



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A STUDY OF HIGH SCHOOL PUPILS 31 

SCHOOL No. 7 

First test — April 6th, 1909. 
Second test — April 23rd, 1909. 
Interval, 17 days. 

Weather conditions : 

First test Clear. 

Second test Rain. 

As the preliminary test made in School No. i in a meas- 
ure changed the mode of procedure, the questions and the 
method of tabulating results in the succeeding tests, it is 
omitted in the final summaries. On account of the review 
of the common school branches given in the fifth high school 
year, and the additional interest present with pupils who 
expect to teach such facts as are here involved in our list 
of questions, the results obtained with fifth year pupils 
have also been disregarded. This eliminates School No. 3, 
and a few pupils from School No. 5, all of whom are girls. 



Nt 

Nv 
Nut 



A STUDY 01^ HIGH SCHOOL PUPILS 37 

SUMMARY No. i 

In this table is given the actual number of correct 
answers for each question, also the totals of all questions 
tabulated by year, number of test, interval between tests, 
and sex. It will be noticed that questions V, VI and IX 
are omitted in this summary. These questions differ from 
the others, in that they are such as have to do with a series 
of associations, while those tabulated are mere questions of 
fact, and therefore for the most part, involve nothing but 
memory. 

Column one and two of each year shows the number of 
correct answers for each question, for the first test. After 
the first test the time interval separates the results into vari- 
ous groups, one of which had an interval of from 17 to 20 
days, one 14 days and one 7 days. The group which had the 
7 day interval was given a third test after an interval of 21 
days. 



































SUMMARY 


No. 1 








































CLASS 


FIRST YEAR 


SECOND YEAR 






THIRD YEAR 


FOURTH YEAR 


Number of Tests 1 


2 


2 


2 


3 


1 


2 


2 


2 


3 


1 


3 


' 1 


2 


S 


1 


2 


2 


2 


3 


intervals 
Number of Days 




17 and 20 


14 


7 


First, 7 
Second, 21 




17 and 20 


14 


7 


First, 7 
Second 2) 




17 and 20 


14 


7 


First, 7 
Second, 21 




17 and 20 


14 


7 


First, 7 
Second, 21 


Number of Pupils 


204 lit 


44 58 


134 42 


26 44 


26. 44 


10; 


124 


36 


57 


58 37 


14 SO 


14 


80 


47 


84 


32 


" 


10 


" 


5 


9 


6 


9 


.. .| 


28 


40 


5 


5 


16 


6 16 


Sex 


1- 


. G. 


B. G. 


. 


B. G. 


B. G. 


B. 


G. 


B. 


G. 


B. G. 


B. G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. 


T. 


B. 


G. 


B. 


G. 


.. . 1 


B. 


G. 


B. 


B. 


G. 


B. G. 


I 1 


» 


5 12 


3f 


43 


126 


39 


24 


39 


~^ 


44 


48 


23 


28 


43 


52 


32 


14 


26 


13 


29 


4 


16 


25 


36 


10 


27 


5 


9 


5 


9 


3 


16 


20 


40 


5 


5 


16 


5 


16 


2 


6 


20 


21 


25 


91 


28 


16 


27 


22 


33 


14 


9 


11 


17 


38 


9 


5 


15 


6 


23 


3 


4 


7 


12 


7 


12 


4 


8 


3 


7 


4 


12 




18 


3 




14 


4 


16 


3 


5 


14 


21 


16 


86 


22 


12 


28 


14 


27 


15 


2 


6 


14 


34 


21 


6 


12 


6 


18 


2 





1 


12 


3 


5 


5 


3 


3 


5 




14 


9 


14 


5 




16 


5 


16 


4 


8C 


63 


Si. 


35 


109 


39 


17 


31 


20 


36 


39 


56 


24 


36 


33 


28 


7 


19 


7 


29 


25 


36 


19 


29 


9 


29 


5 


8 


4 


8 


16 


37 


20 


39 


5 




14 


5 


16 


5 


83 


15 


■Si 


18 


101 


31 


17 


30 


24 


34 


55 


18 


26 


28 


46 


14 


11 


12 


12 


20 


18 


19 


19 


25 


8 


13 


5 


8 


5 


8 


14 


20 


17 


30 


5 




15 


5 


15 


II 1 


62 


13 


38 


35 


119 


34 


21 


41 


20 


43 


21 


10 


21 


36 


51 


23 


12 


24 


12 


29 


1 


9 


16 


29 


8 


27 


5 


9 


5 


9 


2 


15 


19 


37 


,r, 




16 


5 


15 


2 


73 


9 


19 


13 


87 


5 


15 


21 


19 


29 


24 


8 


8 


13 


28 





5 


8 


7 


16 


3 


9 


5 


16 


4 


3 


4 


4 


4 


8 


6 


20 


12 


23 







15 


5 


16 


3 


152 


67 


37 


28 


120 


30 


20 


36 


23 


38 


58 


26 


24 


33 


47 


2 


7 


18 


11 


21 


14 


28 


14 


26 


6 


8 


5 


9 


g 


6 


18 


42 


10 


39 






12 


4 


16 


4 


141 


47 


43 


53 


129 


35 


24 


42 


26 


43 


62 


41 


32 


51 


49 


33 


13 


28 


14 


29 


26 


33 


28 


33 


10 


27 


5 


9 


5 


9 


24 


37 


28 


48 


5 




16 


5 


16 


5 


67 


14 


33 


20 


103 


29 


23 


35 


25 


38 


25 


11 


20 


29 


45 


15 


11 


23 


13 


28 


9 


3 


16 


25 


6 


15 


5 


8 


4 


9 


5 


11 


18 


40 






13 


5 


14 


III 1 


C4 


11 


16 


21 


100 


30 


24 


24 


25 


39 


15 


4 


18 


26 


35 


13 


9 


13 


11 


18 


1 


2 


8 


19 


5 


13 


5 


4 


5 


7 


1 




15 


15 


25 


2 




9 


4 


12 


2 


157 


55 


41 


49 


128 


36 


25 


40 


26 


40 


82 


59 


31 


46 


56 


35 


13 


25 


13 


25 


36 


38 


27 


39 


10 


24 


5 


9 


5 


9 


25 




35 


24 


46 


5 




16 


5 


16 


3 


95 


23 


29 


34 


113 


33 


22 


33 


25 


39 


42 


16 


26 


28 


51 


27 


12 


25 


13 


27 


12 


3 


16 


25 


10 


20 


5 


9 


5 


9 


7 




7 


10 


40 


5 




14 


5 


14 


4 


176 


87 


41 


51 


131 


41 


25 


42 


25 


44 


88 


(X) 


34 


50 


58 


35 


14 


28 


14 


28 


32 


60 


30 


39 


10 


27 


5 


9 


5 


9 


36 




51 


25 


47 


5 




16 


5 


16 


5 


175 


76 


44 


45 


123 


39 


27 


43 


26 


43 


81 


67 


34 


47 


56 


34 


14 


29 


14 


28 


37 


46 


28 


4(1 


9 


29 


5 


9 


5 


9 


35 




38 


28 


45 


5 




15 


5 


16 


IV 1 


122 


44 


40 


41 


119 


30 


23 


41 


2G 


42 


59 


50 


28 


45 


50 


20 


11 


•>7 


13 


28 


25 


27 


25 


32 


fl 


23 


;j 


9 


5 


9 


24 




38 


26 


41 


5 




14 


4 


15 


2 


112 


21 


33 


34 


114 


31 


20 


31 


25 


38 


36 


17 


22 


29 


44 


10 


9 


18 


11 


19 


11 


") 


12 


24 


7 


12 


5 


3 


5 


9 


11 




23 


15 


27 


5 




16 


5 


16 


3 


42 


10 


17 


14 


82 


7 


18 


2(t 


25 


29 


18 


6 


16 


12 


35 


4 


12 


14 


13 


U) 


4 


16 


10 


17 


7 


IS 


5 


9 


4 


9 


7 




7 


13 


22 


3 




10 


3 


9 


4 


102 


34 


36 


39 


116 


38 


25 


39 


26 


42 


40 


14 


29 


41 


48 


30 


13 


25 


14 


29 


12 


12 


29 


33 


1(1 


28 


5 


9 


5 


9 


22 




42 


26 


46 


5 




14 


5 


16 


5 


157 


48 


40 


40 


114 


29 


24 


41 


25 


40 


82 


41 


32 


35 


56 


21 


14 


22 


13 


24 


36 


32 


29 


28 


10 


25 


5 


9 


5 


9 


29 


36 


23 


36 


5 




16 


5 


16 


VII 1 


86 


12 


35 


35 


109 


13 


23 


32 


26 


34 


39 


8 


28 


34 


44 


8 


12 


14 


14 


IS 


4 


14 


25 


34 


5 


15 


5 


6 


5 


9 


10 


9 


22 


37 


5 




13 


5 


16 


2 


94 


19 


30 


24 


90 









24 


28 


43 


14 


24 


24 


44 


1 


8 


15 


13 


18 


14 


10 


17 


13 


5 


3 


5 


7 


5 


7 


15 


21 


20 


35 


3 




14 


5 


15 


3 


42 


10 


30 


9 


71 


13 


18 


21 


21 


31 


27 


21 


11 


31 


35 


7 


11 


27 


13 


28 


14 


1] 


21 


13 


8 


12 


-) 




5 


9 


16 


26 


21 


29 


3 




15 


5 


15 


4 


57 


3 


22 


12 


95 


13 


18 


16 


21 


27 


21 


7 


18 


16 


41 


6 


10 


11 


13 


12 


7 


6 


13 


18 


5 


8 


-, 


3 


5 


7 


5 


9 


19 


19 


4 




12 


5 


15 




137 




37 


35 


123 


27 


21 


35 


26 


39 




53 




40 


53 


19 


13 


24 


13 


23 


40 


24 


30 


28 


9 


17 


5 


9 


5 


9 


29 


38 


26 


39 


4 




16 


5 


16 


VIII 1 


50 


31 


35 


32 


76 


19 


22 


31 


25 


35 


32 


23 


29 


38 


38 


11 


12 


23 


12 


24 


14 


10 


15 


25 


8 


7 


4 


9 


4 


9 


13 


21 


19 


37 


3 




11 


5 


11 


2 


7 


4 


14 


11 


40 





16 


12 


22 


28 


5 


1 


14 


n 


15 


3 


S 


s 


8 


13 





II 


6 


9 


] 


3 


1 





2 


7 


1 




1 


14 


12 


2 




10 


3 


13 


3 


153 


86 


41 


52 


1(M 


38 


25 


42 


26 


43 


90 


99 


35 


57 


58 


34 


14 


30 


14 


30 


40 


74 


29 


41 


in 


32 


5 


9 


5 


9 


34 




58 


26 


47 


5 




16 


5 


16 


4 


91 


14 


31 


23 


82 


11 


23 


37 


26 


36 


43 


22 


27 


26 


45 


16 


1(1 


25 


12 


25 


17 


8 


20 


23 


8 


13 


5 


9 


5 


7 


14 




8 


23 


25 


5 




10 


5 


15 


5 


116 


46 


38 


46 


98 


33 


23 


40 


26 


40 


76 


5S 


33 


45 


57 


30 


15 


20 


13 


28 


23 


28 


22 


32 


10 


21 




1 


5 


9 


18 




19 


26 


34 


4 




15 


5 


16 


Totals i 


•912 


940 


959 


"933 


J009 


773 


633 


975 


721 


1102 


1360 


874 


~^2 


981 


1342 


521 


325 


624 


355 


706 


484 


583 


562 


775 


227 


516 


143 


214 


138 


248 


445 


> 


608 


1017 


124 


1.30 


419 


142 


450 


Percent. 4 


7.5 


21.6 ■ 


2.6 


-3.G 


77 


■51.3 


81.1 


73.9 


n2.-l 


83.4 


42.3 


23.4 


oi.i 


57.3 


77.1 


48 


77.3 


69.3 


84.5 


78.4 


34.3 


25.5 


58.5 


60 


75.6 


53.7 


94 


79.2 


92 


91.8 


39 


3 


-1 


72.3 


ill 


82.0 


86.6 


87.2 


94.6 


91.6 



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A STUDY OF HIGH SCHOOL PUPILS 39 

SUMMARY No. 2 

In this table the results for each question are summar- 
ized in groups for the number of test, interval between tests 
and sex. There is no division of pupils according to years 
in this summary. The first column gives the number of 
correct answers of that group for each question. The second 
column is the per cent. 

The answers to the questions used as the basis of this 
study were, so far as it is possible to determine, at one time 
a part of the mental content of every pupil tested All of the 
principals where the test was given, considered the questions 
fair, except the principal of School No. 2, who said that 
question IX was not a part of the work of the grammar 
schools which prepared for his institution. The first test 
was given from 9 to 11 months after the pupils had left the 
grammar school, excepting in the case of 2^] boys who were 
in the first test in School No. 4 two weeks after they left 
the eighth grade. Results show that 47.5 per cent of the 
questions were answered by the boys and 21.6 per cent, by 
the girls. In the 9 to 11 months which elapsed between the 
date on which they left the grammar school and that on 
which the first tests were taken, over 50 per cent, of the facts 
were forgotten by the majority of pupils. Only a test made 
at the very beginning of the fall term would show to what 
extent the facts were remembered after the necessary inter- 
val of vacation. 

It would be naturally inferred, that in the second year of 
the high school the percentage would be lower than in the 
first and lower in the third than in the second. The results of 
our investigation in case of the boys show this to be true. 
47.5, 42.3 and 34.3 are the percentages for the first, second 
and third years respectively. In the case of the girls there is 
a sHght increase with the three years; 21.6 for the first, 23.4 
for the second and 25.5 for the third. While this investiga- 



40 A STUDY OF HIGH SCHOOL PUPILS 

tion shows an average of 39 per cent, for the boys and 37.2 
for the girls in the fourth year, it does not follow that 
review work should be posponed until this year. This 
higher percentage in the fourth year may be accounted for 
by "the survival of the fittest" of pupils who in various ways 
incidentally review their early school work, and are far 
superior to the lower classes from an apperceptive viewpoint. 

Out of 33 questions only 5 were correctly answered by 
75 per cent, or more of all the pupils tested in the four classes 
— 4 in case of the boys and i in case of the girls. There seems 
then ample justification for review of once familiar facts if 
such facts are to be of any practical value after leaving the 
grammar grades. 

The results of the Washington test* show that 9 
months after leaving the grades, over 40 per cent, of the 
grammar school content cannot be recalled readily. It is 
just as much a part of the high school work to review early 
learned facts as to learn new ones. In some high schools 
it is customary to review common school branches in the 
fourth year. If this is necessary for pupils who remain in 
the high school until graduation, it is especially important 
for the large number who do not reach the second and third 
year. 

The results indicate that many once familiar facts will 
be forgotten, if review is postponed beyond the first months 
of the high school course. Just what facts are so important 
that they should always be ready for recall is not in the 
province of this discussion, but whatever they may be, they 
should be reviewed for practical efficiency in society and to 
develop mental content for future life work. 

The results throw little light upon the length of interval 
desirable between reviews. 

*Senate Report 711, pt. 2, 56th cong-. 1st Session. School Ex- 
amination. 



A STUDY 01^ HIGH SCHOOI. PUPILS 



41 



17 — 20 day interval 



14 day interval 



Per cent, of correct 
answers 
Boys Girls 

First year 72.6 53.6 

Second year 68 . 7 57 . 3 

Third year...., 58.5 60 

Fourth year 72.3 69.1 



Boys 

First year yj 

Second year 77 . i 

Third year 

Fourth year , 



75-6 
72.3 



Girls 
61.3 
48 

53-7 
69.1 



7 day interval 



In the tests with both these intervals, the time elaps- 
ing from the first to the second test is probably too long. 

Per cent, of correct 
answers 
Boys Girls 

First year 81.8 73.9 

Second year 77 . 3 69 . 3 

Third year 94 79.2 

Fourth year 86 . 6 87 . 2 

The 7 day interval shows more satisfactory results 
than the longer intervals, possibly indicating the import- 
ance of a second review within one week from the first 
review. 

The test given after the seven day interval was repeat- 
ed in the same school for the third time, after an interval 
of 21 days from the time of the second test, with the 
following results : 



First year. . 
Second year, 
Third year. 
Fourth year. 



Per cent. 


of correct 


answers 


Boys 


Girls 


92.4 


83.4 


84-5 


78.4 


92 


91.8 


94.6 


91.6 



42 A STUDY OF HIGH SCHOOI^ PUPILS 

This marked improvement seems to point to the con- 
clusion that review after a short interval of about one week 
followed by review after continually increasing intervals, 
is the best means of reviving and retaining once familiar 
facts. Such incidental data, however, is inadequate, for 
even a tentative judgment on this point. 

While no conclusions are drawn from results obtained 
in this study as to difference of sex, the kinds of questions 
which are more easily recalled and the type of question 
which is easily remembered by formal repetition after an 
interval, some are here indicated. Geographical facts are 
recalled with about the same readiness as historical in case 
of the boys, while in case of the girls Geographical facts 
are more familiar. Dates are difficult for both sexes. 
Questions involving location in time are more difficult than 
those requiring visualizing. The preamble of the Constitu- 
tion is correctly given by few pupils. That is, a fact involv- 
ing the associations of many words in definite relationships, 
seems to be less persistently remembered than one expressed 
by a single word. The little improvement after repetition 
noted for this question can be accounted for by the fact that 
the single repetition used in the investigation is inadequate 
to the revival and the retention of so lengthy and complex 
a passage. 

The results of the 27 boys in School No. 4, who because 
of the mid-year promotions were in the test two weeks after 
leaving the grades are worth noting. 26 Boys gave the 
preamble although two weeks later only 18 boys wrote it. 
The result for the 33 questions was 73 per cent, for the first 
test and 89.4 for the second. 

It is remarkable how much better the results are for 
the boys than the girls in the various schools tested. In 
schools where both sexes attend, the results show a higher 
percentage of correct answers for the boys. Although the 



A STUDY 01^ HIGH SCHOOL PUPILS 43 

questions in this test are quite different from those cited 
by G. Stanley Hall* in the results as worked out by Netscha- 
jeff is not greatly in favor of the boys. That test was con- 
cerned with memory reproduction of objects, sounds, num- 
bers, visualized words, sound concepts, touch, feeling and 
abstract ideas after an interval of less than a minute. 

The one definte and certain conclusion reached, is the 
inability of high school pupils, in the absence of occasional 
review, to retain and to readily recall, even after but a few 
months interval, the facts most thoroughly memorized in 
the grammar school course. If the grammar school course 
contains any facts so important that they should be recalled 
with maximum certainty in the high school, or after the 
high school course has been completed, provision must be 
made for systematic review. While the length of the suc- 
cessive intervals for which such details may remain unre- 
viewed and still be certainly retained is in itself a subject 
for serious investigation, it is probable that one or two 
reviews after short intervals at the beginning of the school 
year may be followed by occasional reviews at continually 
increasing intervals. If this is true of grammar school work 
useful at the close of the high school course, it may be 
equally true of h'gh school work directly useful in college 
or in after life. May not, for example, the high percentage 
of failure in freshman mathematics be due to the absence 
of adequate review of facts, perhaps thoroughly mastered 
in the earlier high school years that must be certainly re- 
membered in exact relationship, if advanced work in mathe- 
matics is to be successfully performed. 

♦Adolescence. Vol. 2, p. 490. 



44 A STUDY OF HIGH SCHOOL PUPILS 

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46 A STUDY O^ HIGH SCHOOL PUPILS 

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